What's New on CADREK12.org
Resource | We Strive: Initial Explorations of STEM Teachers' Successes and Challenges in Implementing Socioscientific Issues
This study explores two teachers participating in professional development workshops implementing SocioScientific Issues (SSI) into STEM classrooms. Two research questions were investigated: (a) To what extent did teachers implement SSI into their lesson plans and (b) In what ways did lessons change from the beginning of the workshop? Johnson, J., Macalalag, A., Mathers-Lowery, B., and Ialacci, G…
This study explores two teachers participating in professional development workshops implementing SocioScientific Issues (SSI) into STEM classrooms. Two research questions were investigated: (a) To what extent did teachers implement SSI into their lesson plans and (b) In what ways did lessons change from the beginning of the workshop? Johnson, J., Macalalag, A., Mathers-Lowery, B., and Ialacci, G…
Posted: Monday, July 25
Resource | Theoretical Diversity and Inclusivity in Science and Environmental Education Research: A Way Forward
As distinct communities of practice (COP), science education research (SER) and environmental education research (EER) have both matured a great deal in recent decades, coming to include a greater diversity of theoretical perspectives, worldviews, and researcher and participant voices. In this paper, we present a view of theoretical inclusivity that promises a rich, robust research landscape for…
As distinct communities of practice (COP), science education research (SER) and environmental education research (EER) have both matured a great deal in recent decades, coming to include a greater diversity of theoretical perspectives, worldviews, and researcher and participant voices. In this paper, we present a view of theoretical inclusivity that promises a rich, robust research landscape for…
Posted: Monday, July 25
Resource | Middle Science Computing Integration with Preservice Teachers
We explored how preservice teachers in a middle school science methods course learned and applied computational thinking (CT) concepts and activities during a month-long intervention. In the intervention, preservice teachers learned about CT concepts through an hour-long lecture in their methods class, practiced a computing-integration activity for electromagnetic waves, and prepared and…
We explored how preservice teachers in a middle school science methods course learned and applied computational thinking (CT) concepts and activities during a month-long intervention. In the intervention, preservice teachers learned about CT concepts through an hour-long lecture in their methods class, practiced a computing-integration activity for electromagnetic waves, and prepared and…
Posted: Monday, July 25
Resource | What's In a Wave? Using Modeling and Computational Thinking to Enhance Students' Understanding of Waves
Teaching about wave structure and function is a critical element of any physical science curriculum and supported by Next Generation Science Standards (NGSS) PS4: Waves and Their Applications in Technologies for Information Transfer. Often, instruction focused on these concepts involves identifying and describing several aspects of wave structure, including amplitude, frequency, and wavelength.…
Teaching about wave structure and function is a critical element of any physical science curriculum and supported by Next Generation Science Standards (NGSS) PS4: Waves and Their Applications in Technologies for Information Transfer. Often, instruction focused on these concepts involves identifying and describing several aspects of wave structure, including amplitude, frequency, and wavelength.…
Posted: Monday, July 25
Resource | Towards Improving Science Discussions: A Framework to Guide Instructional Decision Making
Osborne, J. & Reigh, E. (2021). Towards improving science discussions: A framework to guide instructional decision making [Stand-alone paper]. National Association for Research in Science Teaching conference, Orlando, FL, United States.
Osborne, J. & Reigh, E. (2021). Towards improving science discussions: A framework to guide instructional decision making [Stand-alone paper]. National Association for Research in Science Teaching conference, Orlando, FL, United States.
Posted: Monday, July 25
Resource | Towards Improving Science Discussions: A Framework to Guide Instructional Decision Making
Osborne, J. & Reigh, E. (2021). Towards improving science discussions: A framework to guide instructional decision making [Stand-alone paper]. National Association for Research in Science Teaching conference, Orlando, FL, United States.
Osborne, J. & Reigh, E. (2021). Towards improving science discussions: A framework to guide instructional decision making [Stand-alone paper]. National Association for Research in Science Teaching conference, Orlando, FL, United States.
Posted: Monday, July 25
Resource | Changes in Elementary Teachers' Perceptions and Facilitation of Argumentation Throughout Year-Long Participation in Professional Learning
Wilsey, M., Delhaye, C., Collins, M., Allan, S., Reigh, E., Borko, H., & Osborne, J. (2021). Changes in elementary teachers' perceptions and facilitation of argumentation throughout year-long participation in professional learning [Stand-alone paper]. American Educational Research Association annual meeting, Orlando, FL, United States.
Wilsey, M., Delhaye, C., Collins, M., Allan, S., Reigh, E., Borko, H., & Osborne, J. (2021). Changes in elementary teachers' perceptions and facilitation of argumentation throughout year-long participation in professional learning [Stand-alone paper]. American Educational Research Association annual meeting, Orlando, FL, United States.
Posted: Monday, July 25
Resource | Changes in Elementary Teachers' Perceptions and Facilitation of Argumentation Throughout Year-Long Participation in Professional Learning
Wilsey, M., Delhaye, C., Collins, M., Allan, S., Reigh, E., Borko, H., & Osborne, J. (2021). Changes in elementary teachers' perceptions and facilitation of argumentation throughout year-long participation in professional learning [Stand-alone paper]. American Educational Research Association annual meeting, Orlando, FL, United States.
Wilsey, M., Delhaye, C., Collins, M., Allan, S., Reigh, E., Borko, H., & Osborne, J. (2021). Changes in elementary teachers' perceptions and facilitation of argumentation throughout year-long participation in professional learning [Stand-alone paper]. American Educational Research Association annual meeting, Orlando, FL, United States.
Posted: Monday, July 25
Resource | Building Teacher Leadership for Equitably Accessible Distance Science Learning in a School District During COVID-19
Delhaye, C., Borko, H., Wilsey, M., Reigh, E., & Osborne, J. (2021). Building teacher leadership for equitably accessible distance science learning in a school district during COVID-19 [Symposium paper]. American Educational Research Association annual meeting, Orlando, FL, United States.
Delhaye, C., Borko, H., Wilsey, M., Reigh, E., & Osborne, J. (2021). Building teacher leadership for equitably accessible distance science learning in a school district during COVID-19 [Symposium paper]. American Educational Research Association annual meeting, Orlando, FL, United States.
Posted: Monday, July 25
Resource | Building Teacher Leadership for Equitably Accessible Distance Science Learning in a School District During COVID-19
Delhaye, C., Borko, H., Wilsey, M., Reigh, E., & Osborne, J. (2021). Building teacher leadership for equitably accessible distance science learning in a school district during COVID-19 [Symposium paper]. American Educational Research Association annual meeting, Orlando, FL, United States.
Delhaye, C., Borko, H., Wilsey, M., Reigh, E., & Osborne, J. (2021). Building teacher leadership for equitably accessible distance science learning in a school district during COVID-19 [Symposium paper]. American Educational Research Association annual meeting, Orlando, FL, United States.
Posted: Monday, July 25
Resource | Designing for Mathematical Literacy: Introducing Exponential Growth Using Critical and Meaningful Problem Contexts
This department explores the concept of disciplinary literacy—the conceptual understandings and ways of reading, thinking, and writing involved in critiquing and constructing knowledge in a discipline—and its intersections with aspects of culturally sustaining pedagogy. Columns highlight high-quality disciplinary literacy learning opportunities across subject areas that engage students in…
This department explores the concept of disciplinary literacy—the conceptual understandings and ways of reading, thinking, and writing involved in critiquing and constructing knowledge in a discipline—and its intersections with aspects of culturally sustaining pedagogy. Columns highlight high-quality disciplinary literacy learning opportunities across subject areas that engage students in…
Posted: Friday, July 22
Resource | Principles for Curriculum Design and Pedagogy in Multilingual Secondary Mathematics Classrooms
We introduce and illustrate three principles for designing secondary mathematics classrooms in which multilingual students can benefit from participating in mathematical discussions. Drawing from the Academic Literacy in Mathematics (ALM) framework (Moschkovich, 2015), we developed these principles through a four-year design research collaboration with ninth grade mathematics teachers working in…
We introduce and illustrate three principles for designing secondary mathematics classrooms in which multilingual students can benefit from participating in mathematical discussions. Drawing from the Academic Literacy in Mathematics (ALM) framework (Moschkovich, 2015), we developed these principles through a four-year design research collaboration with ninth grade mathematics teachers working in…
Posted: Friday, July 22
Resource | Designing Learning Environments to Promote Academic Literacy in Mathematics in Multilingual Secondary Mathematics Classrooms
Emerging multilingual students can develop the dimensions of Academic Literacy in Mathematics (ALM) in classroom discussions. But, there is a need for empirically-validated principles for fostering such discussions. This research used ALM as a framework to create a unit of instruction on linear rates of change for ninth grade mathematics in which multilingual students benefit from discussions.…
Emerging multilingual students can develop the dimensions of Academic Literacy in Mathematics (ALM) in classroom discussions. But, there is a need for empirically-validated principles for fostering such discussions. This research used ALM as a framework to create a unit of instruction on linear rates of change for ninth grade mathematics in which multilingual students benefit from discussions.…
Posted: Friday, July 22
Resource | Remote Chemistry Teacher Professional Development Delivery: Enduring Lessons for Programmatic Redesign
COVID-19 has thrust educators into a period of uncertainty, complicating conventional ways of teaching and learning. We suspect that the pandemic has magnified the challenges that some high school teachers already experience, particularly when they are the sole chemistry teacher at their school. The pandemic has likely inhibited collegial interactions and access to professional development (PD).…
COVID-19 has thrust educators into a period of uncertainty, complicating conventional ways of teaching and learning. We suspect that the pandemic has magnified the challenges that some high school teachers already experience, particularly when they are the sole chemistry teacher at their school. The pandemic has likely inhibited collegial interactions and access to professional development (PD).…
Posted: Friday, July 22
Resource | Pedagogical Chemistry Sensemaking: A Novel Conceptual Framework to Facilitate Pedagogical Sensemaking in Model-based Lesson Planning
Researchers have typically identified and characterized teachers’ knowledge bases (e.g., pedagogical content knowledge and subject matter knowledge) in an effort to improve enacted instructional strategies. As shown by the Refined Consensus Model (RCM), understanding teacher learning, beliefs, and practices is predicated on the interconnections of such knowledge bases. However, lesson planning (…
Researchers have typically identified and characterized teachers’ knowledge bases (e.g., pedagogical content knowledge and subject matter knowledge) in an effort to improve enacted instructional strategies. As shown by the Refined Consensus Model (RCM), understanding teacher learning, beliefs, and practices is predicated on the interconnections of such knowledge bases. However, lesson planning (…
Posted: Friday, July 22
Resource | Exploring Adaptations of the VisChem Approach: Advancements and Anchors toward Particle-Level Explanations
The Next Generation Science Standards (NGSS) have been imperative for informing many facets of the chemistry education research field, one of which includes the professional development (PD) of high school teachers. While many researchers and practitioners have responded to the NGSS’ calls for reform by attending to internal factors that influence the PD’s design, resources, and facilitation,…
The Next Generation Science Standards (NGSS) have been imperative for informing many facets of the chemistry education research field, one of which includes the professional development (PD) of high school teachers. While many researchers and practitioners have responded to the NGSS’ calls for reform by attending to internal factors that influence the PD’s design, resources, and facilitation,…
Posted: Friday, July 22
Resource | Challenges and Opportunities in Teaching and Learning Data Literacy through Art
Achieving data literacy is challenging when schools narrowly focus on statistical reasoning rather than on meaning- and inference-making. Without attention to the social contexts of data, learners can fail to develop a critical stance toward data, to understand the nature and production of data, the questions that it can answer, and the ways that data can be used to inform and misinform. We…
Achieving data literacy is challenging when schools narrowly focus on statistical reasoning rather than on meaning- and inference-making. Without attention to the social contexts of data, learners can fail to develop a critical stance toward data, to understand the nature and production of data, the questions that it can answer, and the ways that data can be used to inform and misinform. We…
Posted: Friday, July 22
Resource | Challenges and Opportunities in Teaching and Learning Data Literacy through Art
Achieving data literacy is challenging when schools narrowly focus on statistical reasoning rather than on meaning- and inference-making. Without attention to the social contexts of data, learners can fail to develop a critical stance toward data, to understand the nature and production of data, the questions that it can answer, and the ways that data can be used to inform and misinform. We…
Achieving data literacy is challenging when schools narrowly focus on statistical reasoning rather than on meaning- and inference-making. Without attention to the social contexts of data, learners can fail to develop a critical stance toward data, to understand the nature and production of data, the questions that it can answer, and the ways that data can be used to inform and misinform. We…
Posted: Friday, July 22
Resource | Challenges and Opportunities in Teaching and Learning Data Literacy through Art
Achieving data literacy is challenging when schools narrowly focus on statistical reasoning rather than on meaning- and inference-making. Without attention to the social contexts of data, learners can fail to develop a critical stance toward data, to understand the nature and production of data, the questions that it can answer, and the ways that data can be used to inform and misinform. We…
Achieving data literacy is challenging when schools narrowly focus on statistical reasoning rather than on meaning- and inference-making. Without attention to the social contexts of data, learners can fail to develop a critical stance toward data, to understand the nature and production of data, the questions that it can answer, and the ways that data can be used to inform and misinform. We…
Posted: Friday, July 22
Resource | Dancing with Data: Embodying the Numerical and Humanistic Sides of Data
Data literacy is important for supporting individuals to incorporate information from research studies into their own perspectives and decision-making processes. However, it can be challenging for students to read, understand, and relate to data. Students have to be able to traverse the representational forms that data takes on (i.e., numerical, graphical, etc.) and connect it to their…
Data literacy is important for supporting individuals to incorporate information from research studies into their own perspectives and decision-making processes. However, it can be challenging for students to read, understand, and relate to data. Students have to be able to traverse the representational forms that data takes on (i.e., numerical, graphical, etc.) and connect it to their…
Posted: Friday, July 22
Resource | Dancing with Data: Embodying the Numerical and Humanistic Sides of Data
Data literacy is important for supporting individuals to incorporate information from research studies into their own perspectives and decision-making processes. However, it can be challenging for students to read, understand, and relate to data. Students have to be able to traverse the representational forms that data takes on (i.e., numerical, graphical, etc.) and connect it to their…
Data literacy is important for supporting individuals to incorporate information from research studies into their own perspectives and decision-making processes. However, it can be challenging for students to read, understand, and relate to data. Students have to be able to traverse the representational forms that data takes on (i.e., numerical, graphical, etc.) and connect it to their…
Posted: Friday, July 22
Resource | Dancing with Data: Embodying the Numerical and Humanistic Sides of Data
Data literacy is important for supporting individuals to incorporate information from research studies into their own perspectives and decision-making processes. However, it can be challenging for students to read, understand, and relate to data. Students have to be able to traverse the representational forms that data takes on (i.e., numerical, graphical, etc.) and connect it to their…
Data literacy is important for supporting individuals to incorporate information from research studies into their own perspectives and decision-making processes. However, it can be challenging for students to read, understand, and relate to data. Students have to be able to traverse the representational forms that data takes on (i.e., numerical, graphical, etc.) and connect it to their…
Posted: Friday, July 22
Resource | "I Happen to Be One of 47.8%": Social-Emotional and Data Reasoning in Middle School Students' Comics about Friendship
Effective data literacy instruction requires that learners move beyond understanding statistics to being able to humanize data through a contextual understanding of argumentation and reasoning in the real-world. In this paper, we explore the implementation of a co-designed data comic unit about adolescent friendships. The 7th grade unit involved students analyzing data graphs about adolescent…
Effective data literacy instruction requires that learners move beyond understanding statistics to being able to humanize data through a contextual understanding of argumentation and reasoning in the real-world. In this paper, we explore the implementation of a co-designed data comic unit about adolescent friendships. The 7th grade unit involved students analyzing data graphs about adolescent…
Posted: Friday, July 22
Resource | "I Happen to Be One of 47.8%": Social-Emotional and Data Reasoning in Middle School Students' Comics about Friendship
Effective data literacy instruction requires that learners move beyond understanding statistics to being able to humanize data through a contextual understanding of argumentation and reasoning in the real-world. In this paper, we explore the implementation of a co-designed data comic unit about adolescent friendships. The 7th grade unit involved students analyzing data graphs about adolescent…
Effective data literacy instruction requires that learners move beyond understanding statistics to being able to humanize data through a contextual understanding of argumentation and reasoning in the real-world. In this paper, we explore the implementation of a co-designed data comic unit about adolescent friendships. The 7th grade unit involved students analyzing data graphs about adolescent…
Posted: Friday, July 22
Resource | "I Happen to Be One of 47.8%": Social-Emotional and Data Reasoning in Middle School Students' Comics about Friendship
Effective data literacy instruction requires that learners move beyond understanding statistics to being able to humanize data through a contextual understanding of argumentation and reasoning in the real-world. In this paper, we explore the implementation of a co-designed data comic unit about adolescent friendships. The 7th grade unit involved students analyzing data graphs about adolescent…
Effective data literacy instruction requires that learners move beyond understanding statistics to being able to humanize data through a contextual understanding of argumentation and reasoning in the real-world. In this paper, we explore the implementation of a co-designed data comic unit about adolescent friendships. The 7th grade unit involved students analyzing data graphs about adolescent…
Posted: Friday, July 22
Resource | Accessible Physics for All
This article describes the experience of using the InquirySpace software in a classroom that practices full inclusion for ninth grade physics. Haavind S. & Murtha, M. (2020). Accessible physics for all. The Science Teacher. 54-58.
This article describes the experience of using the InquirySpace software in a classroom that practices full inclusion for ninth grade physics. Haavind S. & Murtha, M. (2020). Accessible physics for all. The Science Teacher. 54-58.
Posted: Friday, July 22
Resource | Innovator Interview: Steve Roderick
The Concord Consortium. (2021). Innovator Interview: Steve Roderick. @Concord, 25(1), 15.
The Concord Consortium. (2021). Innovator Interview: Steve Roderick. @Concord, 25(1), 15.
Posted: Friday, July 22
Resource | Co-Designing for Privacy, Transparency, and Trust in K-12 Learning Analytics
The process of using Learning Analytics (LA) to improve teaching works from the assumption that data should be readily shared between stakeholders in an educational organization. However, the design of LA tools often does not account for considerations such as data privacy, transparency and trust among stakeholders. Research in human-centered design of LA does attend to these questions,…
The process of using Learning Analytics (LA) to improve teaching works from the assumption that data should be readily shared between stakeholders in an educational organization. However, the design of LA tools often does not account for considerations such as data privacy, transparency and trust among stakeholders. Research in human-centered design of LA does attend to these questions,…
Posted: Friday, July 22
Resource | When Should I Use a Measure to Support InstructionalImprovement at Scale? The Importance of Considering BothIntended and Actual Use in Validity Arguments
Despite the ease of accessing a wide range of measures, little attention is given to validity arguments when considering whether to use the measure for a new purpose or in a different context. Making a validity argument has historically focused on the intended interpretation and use. There has been a press to consider both the intended and actual interpretations and how users make sense of the…
Despite the ease of accessing a wide range of measures, little attention is given to validity arguments when considering whether to use the measure for a new purpose or in a different context. Making a validity argument has historically focused on the intended interpretation and use. There has been a press to consider both the intended and actual interpretations and how users make sense of the…
Posted: Friday, July 22
Resource | Making Sense of Sensemaking: Understanding How K–12 Teachers and Coaches React to Visual Analytics
With the spread of learning analytics (LA) dashboards in K-12 schools, educators are increasingly expected to make sense of data to inform instruction. However, numerous features of school settings, such as specialized vantage points of educators, may lead to different ways of looking at data. This observation motivates the need to carefully observe and account for the ways data sensemaking…
With the spread of learning analytics (LA) dashboards in K-12 schools, educators are increasingly expected to make sense of data to inform instruction. However, numerous features of school settings, such as specialized vantage points of educators, may lead to different ways of looking at data. This observation motivates the need to carefully observe and account for the ways data sensemaking…
Posted: Friday, July 22